Implementing teaching methods that address nursing students' stigmatizing beliefs toward people with mental illness is important for nurse educators. The purpose of this article is to describe how a creative reflective learning project was used to encourage nursing students to express feelings about working with clients with mental illness, address stigma, and facilitate development of empathy. While working with a client with mental illness over a 4-week period, students maintained a reflective journal exploring their assumptions about mental illness. In addition, students created an individual project to depict their understanding of what it was like for their client to live with a mental illness. Examples of students' reflections and descriptions of their projects are presented to demonstrate how this experience affected students' views of mental illness.
[Show abstract][Hide abstract] ABSTRACT: With the popularity of accelerated pre-licensure nursing programmes and the growth in nursing student enrolments, traditional clinical education continues to be a challenge to deliver. Nursing faculty members are required to develop and implement educational innovations that achieve effective learning outcomes, while using fewer resources. The purpose of this qualitative study was to explore the effectiveness of a constructivism-based learning project to achieve specific learning outcomes and to supplement approximately 30 clinical hours in a psychiatric-mental health nursing course. Students participated in a 10-week, multistage project that examined life histories, treatment resources, and evidence-based practice, as applied to a single individual with a mental illness. Students reported increased understanding of mental health and illness, developed personal relevance associated with the knowledge gained, and learned to problem solve with regard to nursing care of individuals diagnosed with mental illness. For many students, there also appeared to be a reduction in stigmatized attitudes towards mental illness. Constructivism-based learning is a promising alternative to supplement clinical hours, while effectively achieving learning outcomes. Future research is needed to further validate the use of this method for the learning of course content, as well as the reduction of stigma.
International journal of mental health nursing 06/2011; 21(1):60-8. DOI:10.1111/j.1447-0349.2011.00755.x · 1.95 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: Review articles comprehensively covering a specific topic are crucial for successful research and academic projects. Most editors consider review articles for special and regular issues of journals. Writing a review requires deep knowledge and understanding of a field. The aim of this review is to analyze the main steps in writing a narrative biomedical review and to consider points that may increase the chances of success. We performed a comprehensive search through MEDLINE, EMBASE, Scopus, and Web of Science using the following keywords: review of the literature, narrative review, title, abstract, authorship, ethics, peer review, research methods, medical writing, scientific writing, and writing standards. Opinions expressed in the review are also based on personal experience as authors, peer reviewers, and editors.
Rheumatology International 07/2011; 31(11):1409-17. DOI:10.1007/s00296-011-1999-3 · 1.52 Impact Factor
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